THEORY OF COLLABORATIVE LEARNING IN THE HISTORY OF PEDAGOGICAL TEACHINGS

Abstract

Collaborative learning has emerged as a significant pedagogical approach, underpinned by the belief that interaction and cooperation among learners foster deeper understanding and retention of knowledge. This article traces the historical development of collaborative learning theories, examining their roots in classical education, evolution through the centuries, and their current application in modern educational systems. By exploring the contributions of key pedagogical thinkers and movements, this article aims to provide a comprehensive overview of the collaborative learning paradigm and its enduring impact on educational practices.